The purpose of this study was to answer two questions: Does the use of the Good Behavior Game in an art education setting improve desired artistic behaviors (technique and studio practice)? Is more improvement evident with the use of tangible art supply rewards or with special art activities as rewards? Desired artistic behaviors were significantly improved in the group that received the tangible art supplies as a reward compared to the control group. No difference between the two intervention groups could be detected and thus the relative effectiveness of reward type could not be determined here. This study is the first to investigate the use of the Good Behavior Game in an elementary art setting and concludes that the game is beneficial for maintaining, if not improving, desired artistic behaviors.